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Teacher Expertise and Student Achievement

As measured by standards-based evaluation, teacher expertise is positively associated with student achievement. A recent study by Anthony Milanowski and Steven Kimball provides a justification for interventions aimed at improving teacher expertise, as defined by standards-based evaluation systems, and for using such evaluations for making decisions with consequences for teachers, such as tenure, professional development requirements, or pay. However, many school systems lack systematic programs of professional development aimed specifically at improving teacher expertise as defined by their evaluation systems. The multiple demands on supervisory time, professional development resources, and teacher attention have hindered the development of coherent strategies to help teachers improve expertise. Here is more information about CPRE's teacher compensation research.